I only see two possible solutions to this problem, and they have to work hand in hand. Students need to educate themselves on theory, and they can’t wait until graduate school to have it revealed to them like the Wizard of Oz behind the curtain. Similarly, faculty must remember that their job as educators is not to make their students agree with them or demand that their students come to see the world through their own preferred theoretical lenses. Rather, faculty must remember that they are not activists; they are educators, and their job is to furnish their students with the intellectual tools necessary to make their own decisions, arguments, and conclusions.
The solution to this problem will have nothing to do with higher education or professors and everything to do with students acquiring critical thinking skills at a much earlier age. The problem is the abysmal primary and secondary school system in the United States. Very young children are entirely capable of learning critical thinking skills, yet millions of people graduate from high school every year with good grades, good test scores, and virtually no critical thinking skills.
Someone emerging from the American school system these days with strong critical thinking skills is a fluke, but it should be the norm. This is probably also why fake news works and why a vanishing percentage of STEM Ph.D. students in America emerged from the American school system.